摘要：Academic expectations play a significant role in the quality of student adaptation and academic success. Previous research suggests that expectations are a multidimensional construct, making it crucial to test the measures used for this important characteristic. Because assessment of student adaptation to higher education comprises a multitude of personal and contextual variables, including expectations, shortened versions of assessment instruments are critical. In this article, confirmatory factor analysis was used to obtain a short version of the Academic Perceptions Questionnaire–Expectations (APQ-E). Participants were 3,017 first-year Portuguese college students. The results support the use of a shorter version of 24 items, distributed over six dimensions, with good reliability and validity.
